uu.seUppsala University Publications
Change search
Link to record
Permanent link

Direct link
BETA
Alternative names
Publications (10 of 123) Show all publications
Volkwyn, T., Airey, J., Gregorcic, B., Heijkenskjöld, F. & Linder, C. (2017). Coordinating multiple resources to learn physics. In: : . Paper presented at American Association of Physics Teachers Physics Education 2017 Summer Meeting.
Open this publication in new window or tab >>Coordinating multiple resources to learn physics
Show others...
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

It has been argued that for any given physics task there is a critical constellation of resources that students need to become proficient in handling in order for physics learning to take place. This is because different resources offer access to different information i.e. they have different pedagogical and disciplinary affordances. A laboratory exercise requiring coordination of multiple resources was designed to help students appreciate the movability of coordinate systems. Initially students were unable to coordinate the manipulation of a hand-held measuring device (IOLab) and observe changes in three readouts on a computer screen, whilst simultaneously drawing conclusions in their discussions with each other and the facilitator. However, the introduction of a paper arrow allowed students to quickly coordinate the resources and begin to experience the movability of coordinate systems. The study confirms earlier work on critical constellations of resources and the functioning of persistent resources as coordinating hubs.

Keywords
pedagogical affordance, disciplinary affordance, physics, critical constellations, coordinate systems
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-339117 (URN)
Conference
American Association of Physics Teachers Physics Education 2017 Summer Meeting
Funder
Swedish Research Council, 2016-04113
Note

References

[1] Redish, E. F., & Kuo, E. (2015). Language of physics, language of math: Disciplinary culture and dynamic epistemology. Science & Education, 24(5-6), 561-590.

[2] Christensen, W. M., & Thompson, J. R. (2012). Investigating graphical representations of slope and derivative without a physics context. Physical Review Special Topics-Physics Education Research, 8(2), 023101.

[3] Baldry, A., & Thibault, P. J. (2006). Multimodal transcription and text analysis: A multimodal toolkit and coursebook with associated on-line course. Equinox.

[4] Bezemer, J., & Mavers, D. (2011). Multimodal transcription as academic practice: a social semiotic perspective. International Journal of Social Research Methodology, 14(3), 191-206.

[5] Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.

[6] Airey, J., & Linder, C. (2017). Social semiotics in university physics education. In Multiple Representations in Physics Education (pp. 95-122). Springer, Cham.

[7] Lemke, J. L. (1998, October). Teaching all the languages of science: Words, symbols, images, and actions. In Conference on Science Education in Barcelona. http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm

[8] McDermott, L. C. (1991). A view from physics. M. Gardner, J. Greeno, F. Reif, AH Schoenfeld, A. diSessa, and E. Stage (Eds.), Toward a scientific practice of science education, 3-30.

[9] Kohl, P. B., & Finkelstein, N. D. (2005). Student representational competence and self-assessment when solving physics problems. Physical Review Special Topics-Physics Education Research, 1(1), 010104.

[10] Kohl, P., & Finkelstein, N. (2006, February). Student representational competence and the role of instructional environment in introductory physics. In AIP Conference Proceedings (Vol. 818, No. 1, pp. 93-96). AIP.

[11] Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering disciplinary literacy? South African physics lecturers' educational responses to their students' lack of representational competence. African Journal of Research in Mathematics, Science and Technology Education, 18(3), 242-252.

[12] Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis).

[13] Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33(3), 657.

Within the social semiotic framing described here, 'disciplinary affordance' refers to the agreed meaning making functions that a representation or semiotic resource fulfils for a particular disciplinary community.

[14] Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In Concorde Hotel/National Institute of Education, Singapore, 3-5 November 2015 (p. 103). Swedish Foundation for International Cooperation in Research in Higher Education (STINT).

‘Pedagogical affordance’ reflects the usefulness of a semiotic resource for teaching some particular educational content. See also Ref. [6].

[15] Selen, M. (2013, April). Pedagogy meets Technology: Optimizing Labs in Large Enrollment Introductory Courses. In APS April Meeting Abstracts. http://meetings.aps.org/Meeting/APR13/Event/192073

[16] Roychoudhury, A., & Roth, W. M. (1996). Interactions in an open‐inquiry physics laboratory. International Journal of Science Education, 18(4), 423-445.

Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-08-30
Volkwyn, T., Airey, J., Gregorcic, B., Heijkenskjöld, F. & Linder, C. (2017). Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena. In: L. Ding, A. Traxler, and Y. Cao (Ed.), 2017 Physics Education Research Conference Proceedings: . Paper presented at American Association of Physics Teachers Physics Education 2017 Summer Meeting, Cincinnati, OH, July 26-27 (pp. 408-411). Cincinnati, Ohio: American Association of Physics Teachers
Open this publication in new window or tab >>Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena
Show others...
2017 (English)In: 2017 Physics Education Research Conference Proceedings / [ed] L. Ding, A. Traxler, and Y. Cao, Cincinnati, Ohio: American Association of Physics Teachers , 2017, p. 408-411Conference paper, Published paper (Other academic)
Abstract [en]

The construction of physics knowledge of necessity entails a range of semiotic resources, (e.g. specialized language, graphs, algebra, diagrams, equipment, gesture, etc.). In this study we documented physics students' use of different resources when working with an "invisible" phenomenon--magnetic field. Using a social semiotic framework, we show how appropriate coordination of resources not only enabled students to learn something about the Earth's magnetic field, but also about the use of an abstract mathematical tool--coordinate systems. Our work leads us to make three suggestions: 1. The potential for learning physics can be maximized by designing tasks that encourage students to use a specific set of resources.  2. Thought should be put into what this particular set of resources should be and how they may be coordinated. 3. Close attention to the different resources that students use can allow physics teachers to gauge the learning occurring in their classrooms.

Place, publisher, year, edition, pages
Cincinnati, Ohio: American Association of Physics Teachers, 2017
National Category
Other Physics Topics Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-339412 (URN)10.1119/perc.2017.pr.097 (DOI)
Conference
American Association of Physics Teachers Physics Education 2017 Summer Meeting, Cincinnati, OH, July 26-27
Funder
Swedish Research Council, 2016-04113
Available from: 2018-03-05 Created: 2018-03-05 Last updated: 2018-03-06Bibliographically approved
Volkwyn, T., Airey, J., Gregorcic, B., Heijkenskjöld, F. & Linder, C. (2017). Physics students learning about abstract mathematical tools while engaging with “invisible” phenomena. In: : . Paper presented at Physics Education Research Conference 2017, July 26-27, Cincinnati, Ohio, USA. College Park, Maryland, USA: American Association of Physics Teachers
Open this publication in new window or tab >>Physics students learning about abstract mathematical tools while engaging with “invisible” phenomena
Show others...
2017 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The construction of physics knowledge of necessity entails a range of semiotic resources, (e.g. specialized language, graphs, algebra, diagrams, equipment, gesture, etc.). In this study we documented physics students' use of different resources when working with an "invisible" phenomenon--magnetic field. Using a social semiotic framework, we show how appropriate coordination of resources not only enabled students to learn something about the Earth's magnetic field, but also about the use of an abstract mathematical tool--coordinate systems. Our work leads us to make three suggestions: 1. The potential for learning physics can be maximized by designing tasks that encourage students to use a specific set of resources. 2. Thought should be put into what this particular set of resources should be and how they may be coordinated.3. Close attention to the different resources that students use can allow physics teachers to gauge the learning occurring in their classrooms.

Place, publisher, year, edition, pages
College Park, Maryland, USA: American Association of Physics Teachers, 2017
Keywords
mathematical tools, semiotic resources, coordinate systems
National Category
Didactics Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-344041 (URN)
Conference
Physics Education Research Conference 2017, July 26-27, Cincinnati, Ohio, USA
Funder
Swedish Research Council, 2016-04113
Note

Peer reviewed abstract for actual poster presented at PERC 2017 in the Northern Kentucky Convention Centre, Cincinnati, Ohio/Kentucky, USA.

Available from: 2018-03-05 Created: 2018-03-05 Last updated: 2018-03-06Bibliographically approved
Patron, E., Wikman, S., Edfors, I., Johansson-Cederblad, B. & Linder, C. (2017). Teachers' reasoning: Classroom visual representational practices in the context of introductory chemical bonding. Science Education, 101(6), 887-906
Open this publication in new window or tab >>Teachers' reasoning: Classroom visual representational practices in the context of introductory chemical bonding
Show others...
2017 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, ISSN 0036-8326, Vol. 101, no 6, p. 887-906Article in journal (Refereed) Published
Abstract [en]

Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital feature for the establishment of successful teaching practices. An important part of what lies behind the constitution of teaching practices is visual representational reasoning that is a function of disciplinary relevant aspects and educationally critical features of the aspects embedded in the intended object of learning. Little is known about teachers reasoning about such visual representational practices. This work addresses this shortfall in the area of chemical bonding. The data consist of semistructured interviews with 12 chemistry teachers in the Swedish upper secondary school system. The methodology uses a thematic analytic approach to capture and characterize the teachers' reasoning about their classroom visual representational practices. The results suggest that the teachers' reasoning tended to be limited. However, the teachers' pay attention to the meaning-making potential of the approaches for showing representations. The analysis presents these visualization approaches and the discussion makes theoretical links to the variation theory of learning.

Keywords
chemical bonding, chemistry education, visual representational practices, teacher reasoning
National Category
Chemical Sciences
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-332220 (URN)10.1002/sce.21298 (DOI)000422918500002 ()
Available from: 2017-10-25 Created: 2017-10-25 Last updated: 2018-02-21Bibliographically approved
Volkwyn, T., Airey, J., Gregorcic, B., Heijkenskjöld, F. & Linder, C. (2017). Teaching the movability of coordinate systems: Discovering disciplinary affordances. In: : . Paper presented at American Association of Physics Teachers Physics Education 2017 Summer Meeting, Cincinnati, Ohio, USA.
Open this publication in new window or tab >>Teaching the movability of coordinate systems: Discovering disciplinary affordances
Show others...
2017 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

When students are introduced to coordinate systems in their physics textbooks these are usually oriented in the same manner (x increases to the right). There is a real danger then, that students see coordinate systems as fixed. However, as we know, movability is one of the main disciplinary affordances of coordinate systems. Students worked with an open-ended task to find the direction of Earth’s magnetic field. This was achieved by manipulating a measurement device (IOLab) so as to maximize the signal for one component of the field, whilst at the same time keeping the other two components at zero. In the process of completing this task, students came to experience themselves as holding a movable coordinate system. From this point they spontaneously offer elaborations about the usefulness of purposefully setting up coordinate systems for problem solving. In our terms, they have discovered one of the disciplinary affordances of coordinate systems.

Keywords
movability, coordinate systems, disciplinary affordances
National Category
Other Physics Topics Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-339408 (URN)
Conference
American Association of Physics Teachers Physics Education 2017 Summer Meeting, Cincinnati, Ohio, USA
Funder
Swedish Research Council, 2016-04113
Note

References

[1] Redish, E. F., & Kuo, E. (2015). Language of physics, language of math: Disciplinary culture and dynamic epistemology. Science & Education, 24(5-6), 561-590.

[2] Christensen, W. M., & Thompson, J. R. (2012). Investigating graphical representations of slope and derivative without a physics context. Physical Review Special Topics-Physics Education Research, 8(2), 023101.

[3] Baldry, A., & Thibault, P. J. (2006). Multimodal transcription and text analysis: A multimodal toolkit and coursebook with associated on-line course. Equinox.

[4] Bezemer, J., & Mavers, D. (2011). Multimodal transcription as academic practice: a social semiotic perspective. International Journal of Social Research Methodology, 14(3), 191-206.

[5] Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.

[6] Airey, J., & Linder, C. (2017). Social semiotics in university physics education. In Multiple Representations in Physics Education (pp. 95-122). Springer, Cham.

[7] Lemke, J. L. (1998, October). Teaching all the languages of science: Words, symbols, images, and actions. In Conference on Science Education in Barcelona. http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm

[8] McDermott, L. C. (1991). A view from physics. M. Gardner, J. Greeno, F. Reif, AH Schoenfeld, A. diSessa, and E. Stage (Eds.), Toward a scientific practice of science education, 3-30.

[9] Kohl, P. B., & Finkelstein, N. D. (2005). Student representational competence and self-assessment when solving physics problems. Physical Review Special Topics-Physics Education Research, 1(1), 010104.

[10] Kohl, P., & Finkelstein, N. (2006, February). Student representational competence and the role of instructional environment in introductory physics. In AIP Conference Proceedings (Vol. 818, No. 1, pp. 93-96). AIP.

[11] Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering disciplinary literacy? South African physics lecturers' educational responses to their students' lack of representational competence. African Journal of Research in Mathematics, Science and Technology Education, 18(3), 242-252.

[12] Airey, J. (2009). Science, language, and literacy: Case studies of learning in Swedish university physics (Doctoral dissertation, Acta Universitatis Upsaliensis).

[13] Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33(3), 657.

Within the social semiotic framing described here, 'disciplinary affordance' refers to the agreed meaning making functions that a representation or semiotic resource fulfils for a particular disciplinary community.

[14] Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics. In Concorde Hotel/National Institute of Education, Singapore, 3-5 November 2015 (p. 103). Swedish Foundation for International Cooperation in Research in Higher Education (STINT).

‘Pedagogical affordance’ reflects the usefulness of a semiotic resource for teaching some particular educational content. See also Ref. [6].

[15] Selen, M. (2013, April). Pedagogy meets Technology: Optimizing Labs in Large Enrollment Introductory Courses. In APS April Meeting Abstracts. http://meetings.aps.org/Meeting/APR13/Event/192073

[16] Roychoudhury, A., & Roth, W. M. (1996). Interactions in an open‐inquiry physics laboratory. International Journal of Science Education, 18(4), 423-445.

Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-03-05
Airey, J. & Linder, C. (2016). Teaching and Learning in University Physics: A Social Semiotic Approach. In: : . Paper presented at The 8th International Conference on Multimodality (8ICOM, 6-9 Dec 2016, University of Cape Town, Cape Town, South Africa.
Open this publication in new window or tab >>Teaching and Learning in University Physics: A Social Semiotic Approach
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Social semiotics is a broad construct where all communication is viewed as being realized through semiotic resources. In undergraduate physics we use a wide range of these semiotic resources, such as written and oral languages, diagrams, graphs, mathematics, apparatus and simulations. Based on empirical studies of undergraduate physics students a number of theoretical constructs have been developed in our research group (see for example Airey & Linder 2009; Fredlund et al 2012, 2014; Eriksson 2015). In this presentation we describe these constructs and examine their usefulness for problematizing teaching and learning in university physics. The theoretical constructs are: discursive fluency, discourse imitation, unpacking and critical constellations of semiotic resources.

We suggest that these constructs provide university physics teachers with a new set of practical tools with which to view their own practice in order to enhance student 

References

Airey, J. (2006). Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish.   Licentiate Thesis. Uppsala, Sweden: Department of Physics, Uppsala University.,

Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis   Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala  Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

Airey, J. (2014) Representations in Undergraduate Physics. Docent lecture, Ångström Laboratory, 9th June 2014 From   http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226598

Airey, J. & Linder, C. (2015) Social Semiotics in Physics Education: Leveraging critical constellations of disciplinary representations   ESERA 2015 From http://urn.kb.se/resolve?urn=urn%3Anbn%3Ase%3Auu%3Adiva-260209

Airey, J., & Linder, C. (2009). "A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes." Journal of Research in Science Teaching, 46(1), 27-49.

Airey, J. & Linder, C. (in press) Social Semiotics in Physics Education : Multiple Representations in Physics Education   Springer

Airey, J., & Eriksson, U. (2014). A semiotic analysis of the disciplinary affordances of the Hertzsprung-Russell diagram in   astronomy. Paper presented at the The 5th International 360 conference: Encompassing the multimodality of knowledge,   Aarhus, Denmark.

Airey, J., Eriksson, U., Fredlund, T., and Linder, C. (2014). "The concept of disciplinary affordance"The 5th International 360   conference: Encompassing the multimodality of knowledge. City: Aarhus University: Aarhus, Denmark, pp. 20.

Eriksson, U. (2015) Reading the Sky: From Starspots to Spotting Stars Uppsala: Acta Universitatis Upsaliensis.

Eriksson, U., Linder, C., Airey, J., & Redfors, A. (2014). Who needs 3D when the Universe is flat? Science Education, 98(3),   412-442.

Eriksson, U., Linder, C., Airey, J., & Redfors, A. (2014). Introducing the anatomy of disciplinary discernment: an example from   astronomy. European Journal of Science and Mathematics Education, 2(3), 167‐182.

Fredlund 2015 Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics. Acta Universitatis Upsaliensis.

Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students   sharing knowledge about refraction. European Journal of Physics, 33, 657-666.

Fredlund, T, Airey, J, & Linder, C. (2015a). Enhancing the possibilities for learning: Variation of disciplinary-relevant aspects in   physics representations. European Journal of Physics.

Fredlund, T. & Linder, C., & Airey, J. (2015b). Towards addressing transient learning challenges in undergraduate physics: an   example from electrostatics. European Journal of Physics. 36 055002.

Fredlund, T. & Linder, C., & Airey, J. (2015c). A social semiotic approach to identifying critical aspects. International Journal for   Lesson and Learning Studies 2015 4:3 , 302-316

Fredlund, T., Linder, C., Airey, J., & Linder, A. (2014). Unpacking physics representations: Towards an appreciation of disciplinary   affordance. Phys. Rev. ST Phys. Educ. Res., 10(020128).

Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception (pp. 127-143). Boston: Houghton   Miffin.

Halliday, M. A. K. (1978). Language as a social semiotic. London: Arnold.

Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European   Journal of Science and Mathematics Education, 1(2), 43-49.

Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.

Mavers, D. Glossary of multimodal terms  Retrieved 6 May, 2014, from http://multimodalityglossary.wordpress.com/affordance/

van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.

Wu, H-K, & Puntambekar, S. (2012). Pedagogical Affordances of Multiple External Representations in Scientific Processes. Journal of Science Education and Technology, 21(6), 754-767.

Keywords
Social Semiotics, critical constellations, multiple representations, physics, Higher education, Undergraduate physics
National Category
Other Physics Topics Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-316381 (URN)
Conference
The 8th International Conference on Multimodality (8ICOM, 6-9 Dec 2016, University of Cape Town, Cape Town, South Africa
Available from: 2017-02-28 Created: 2017-02-28 Last updated: 2017-03-06Bibliographically approved
Fredlund, T., Linder, C. & Airey, J. (2015). A social semiotic approach to identifying critical aspects. International Journal for Lesson and Learning Studies, 4(3), 302-316
Open this publication in new window or tab >>A social semiotic approach to identifying critical aspects
2015 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, no 3, p. 302-316Article in journal (Refereed) Published
Abstract [en]

Purpose

This article proposes a social semiotic approach to analysing objects of learning in terms of their critical aspects.

Design/methodology/approach

The design for this article focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. 

Findings

Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested.

Originality/value

Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.

References:

Airey, J. and Linder, C. (2009), “A disciplinary discourse perspective on university science learning: achieving fluency in a critical constellation of modes”, Journal of Research in Science Teaching, Vol. 46 No. 1, pp. 27-49.

Bernhard, J. (2010), “Insightful learning in the laboratory: some experiences from 10 years of designing and using conceptual labs”, European Journal of Engineering Education, Vol. 35 No. 3, pp. 271-287.

Booth, S. (1997), “On phenomenography, learning and teaching”, Higher Education Research & Development, Vol. 16 No. 2, pp. 135-158. 

Booth, S. and Hultén, M. (2003), “Opening dimensions of variation: an empirical study of learning in a web-based discussion”, Instructional Science, Vol. 31 Nos 1/2, 65-86.

Chandler, D. (2007), Semiotics: The Basics, Routledge, New York, NY. Clerk-Maxwell, J.C. (1871), “Remarks on the mathematical classification of physical quantities”, Proceedings London Math. Soc., London, pp. 224-233.

Cope, C. (2000), “Educationally critical aspects of the experience of learning about the concept of an information system”, PhD thesis, La Trobe University, Bundoora.

Einstein, A. (1936), “Physics and reality”, Journal of the Franklin Institute, Vol. 221 No. 3, pp. 349-382.

Feynman, R.P., Leighton, R.P. and Sands, M. (1963), The Feynman Lectures on Physics, Vol. I, Perseus Books, Reading, available at: www.feynmanlectures.caltech.edu, (accessed 9 March 2015).

Fredlund, T., Airey, J. and Linder, C. (2012), “Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction”, Eur. J. Phys., Vol. 33 No. 3, pp. 657-666.

Fredlund, T., Airey, J. and Linder, C. (2015), “Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations”, Eur. J. Phys, Vol. 36, 055001.

Fredlund, T., Linder, C., Airey, J. and Linder, A. (2014), “Unpacking physics representations: towards an appreciation of disciplinary affordance”, Phys. Rev. ST Phys. Educ. Res., Vol. 10, 020129.

Gurwitsch, A. (1964), The Field of Consciousness, Vol. 2, Duquesne University Press, Pittsburgh, PA. Halliday, M.A.K. (1978), Language as Social Semiotic, Edward Arnold, London.

Halliday, M.A.K. (1993), “On the language of physical science”, in Halliday, M.A.K. and Martin, J.R. (Eds), Writing Science: Literacy and Discursive Power, The Falmer Press, London, pp. 59-75.

Halliday, M.A.K. (1998), “Things and relations: regrammaticising experience as technical knowledge”, in Martin, J.R. and Veel, R. (Eds), Reading Science: Critical and Functional Perspectives on Discourses of Science, Routledge, London, pp. 185-236.

Halliday, M.A.K. (2004a), “The grammatical construction of scientific knowledge: the framing of the English clause”, in Webster, J.J. (Ed.), Collected Works of M.A.K. Halliday: The Language of Science, Vol. 5, Continuum, London, pp. 102-134.

Halliday, M.A.K. (2004b), “Language and the reshaping of human experience”, in Webster, J.J. (Ed.), Collected Works of M.A.K. Halliday: The Language of Science, Vol. 5, Continuum, London, pp. 7-23.

Halliday, M.A.K. and Matthiessen, C.M.I.M. (1999), Construing Experience Through Meaning, Cassell, New York, NY.

Halliday, M.A.K. and Matthiessen, C.M.I.M. (2004), An Introduction to Functional Grammar, Hodder Education, London.

Hodge, R. and Kress, G. (1988), Social Semiotics, Cornell University Press, New York, NY.

Ingerman, Å., Linder, C. and Marshall, D. (2009), “The learners’ experience of variation: following students’ threads of learning physics in computer simulation sessions”, Instructional Science, Vol. 37 No. 3, pp. 273-292.

Kress, G. (1997), Before Writing: Rethinking the Paths to Literacy, Routledge, London.

Kress, G. (2010), Multimodality: A Social Semiotic Approach to Contemporary Communication, Routledge, London.

Kress, G. and Van Leeuwen, T. (2006), Reading Images: The Grammar of Visual Design, Routledge, New York, NY. 

Kryjevskaia, M., Stetzer, M.R. and Heron, P.R.L. (2012), “Student understanding of wave behavior at a boundary: the relationships among wavelength, propagation speed, and frequency”, Am. J. Phys., Vol. 80 No. 4, pp. 339-347.

Lemke, J.L. (1983), “Thematic analysis, systems, structures, and strategies”, Semiotic Inquiry, Vol. 3 No. 2, pp. 159-187.

Lemke, J.L. (1990), Talking Science, Ablex Publishing, Norwood, NJ. Lemke, J.L. (1998), “Multiplying meaning: visual and verbal semiotics in scientific text”, in Martin, J.R. and Veel, R. (Eds), Reading Science: Critical and Functional Perspectives on Discourses of Science, Routledge, London, pp. 87-114.

Lemke, J.L. (2003), “Mathematics in the middle: measure, picture, gesture, sign and word”, in Anderson M., Saenz-Ludlow A., Zellweger S. and Cifarelli V. (Eds), Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing, Legas, Ottawa, pp. 215-234.

Linder, C., Fraser, D. and Pang, M.F. (2006), “Using a variation approach to enhance physics learning in a college classroom”, The Physics Teacher, Vol. 44 No. 9, pp. 589-592.

Lo, M.L. (2012), Variation Theory and the Improvement of Teaching and Learning, Göteborgs Universitet, Gothenburg.

Lo, M.L. and Marton, F. (2011), “Towards a science of the art of teaching: using variation theory as a guiding principle of pedagogical design”, International Journal for Lesson and Learning Studies, Vol. 1 No. 1, pp. 7-22.

Mahoney, M.S. (1994), The Mathematical Career of Pierre de Fermat, 1601-1665, Princeton University Press, Princeton, MA.

Marton, F. (2006), “Sameness and difference in transfer”, The Journal of the Learning Sciences, Vol. 15 No. 4, pp. 499-535.

Marton, F. (2015), Necessary Conditions of Learning, Routledge, New York, NY.

Marton, F. and Booth, S. (1997), Learning and Awareness, Lawrence Erlbaum Associates, Mahwah, NJ.

Marton, F. and Pang, M.F. (2013), “Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: putting a conjecture to the test by embedding it in a pedagogical tool”, Frontline Learning Research, Vol. 1 No. 1, pp. 24-41.

Marton, F. and Tsui, A.B.M. (2004), Classroom Discourse and the Space of Learning, Lawrence Erlbaum Associates, London.

Marton, F., Runesson, U. and Tsui, A.B.M. (2004), “The space of learning”, in Marton, F. and Tsui, A.B.M. (Eds), Classroom Discourse and the Space of Learning, Lawrence Erlbaum Associates, London, pp. 3-40.

New London Group (1996), “A pedagogy of multiliteracies: designing social futures”, Harvard Educational Review, Vol. 66 No. 1, pp. 60-93. Norris, S.P. and Phillips, L.M. (2003), “How literacy in its fundamental sense is central to scientific literacy”, Science Education, Vol. 87 No. 2, pp. 224-240.

O’Halloran, K.L. (2005), Mathematical Discourse: Language, Symbolism and Visual Images, Continuum, London.

Pang, M.F. and Marton, F. (2013), “Interaction between the learners’ initial grasp of the object of learning and the learning resource orded”, Instructional Science, Vol. 41 No. 6, pp. 1065-1082.

Van Leeuwen, T. (2005), Introducing Social Semiotics, Routledge, New York, NY.

Warrell, D. A. (1994), “Sea snake bites in the Asia-Pacific region”, in Gopalakrishnakone, P. (Ed.), Sea Snake Toxinology, Singapore University Press, Singapore, pp. 1-36. 

Wignell, P., Martin, J.R. and Eggins, S. (1993), “The discourse of geography: ordering and explaining the experiential world”, in Halliday, M.A.K. and Martin, J.R. (Eds), Writing Science: Literacy and Discursive Power, The Falmer Press, London, pp. 151-183.

Wood, K. (2013), “A design for teacher education based on a systematic framework of variation to link teaching with learners’ ways of experiencing the object of learning”, International Journal for Lesson and Learning Studies, Vol. 2 No. 1, pp. 56-71.

Young, H.D. and Freedman, R.A. (2004), University Physics with Modern Physics, Pearson, San Francisco, CA.

Keywords
Learning study, Variation Theory of Learning, social semiotics, objects of learning, disciplinary-relevant aspects, critical aspects, teaching practice, physics education
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-247768 (URN)10.1108/IJLLS-01-2015-0005 (DOI)
Available from: 2015-03-23 Created: 2015-03-23 Last updated: 2017-12-04
Linder, C. (2015). Book Review: Thinking in Physics: The Pleasure of Reasoning and Understanding [Review]. European journal of physics, 37(1), Article ID 019001.
Open this publication in new window or tab >>Book Review: Thinking in Physics: The Pleasure of Reasoning and Understanding
2015 (English)In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 37, no 1, article id 019001Article, book review (Other academic) Published
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-267582 (URN)10.1088/0143-0807/37/1/019001 (DOI)
Available from: 2015-11-24 Created: 2015-11-24 Last updated: 2017-12-01Bibliographically approved
Linder, C. & Linder, A. (2015). Categories of influence: the case of light and sound in physics. In: Part of an invited seminar on: Content-focused research on student and teacher learning in the field of optics: . Paper presented at 11th conference of the European Science Education Research Association (ESERA 2015), August 31 - September 4, 2015, Helsinki, Finland.
Open this publication in new window or tab >>Categories of influence: the case of light and sound in physics
2015 (English)In: Part of an invited seminar on: Content-focused research on student and teacher learning in the field of optics, 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

 In any given physics education situation students will spontaneously respond as a function of the features of the situation that they feel are relevant; what the situation is seen to call for. In phenomenography, a research approach that aims to capture variation in terms of qualitative differences in educational experience, this is referred to as the “relevance structure”. This construct is virtually unknown in physics education circles, yet it opens a realm of possible educational interventions that could dramatically alter physics students’ learning experiences. This is because it shifts the learning experience focus on to facilitating the noticing of critical parts by design in ways that have been shown to distinctly enhance the possibility of learning. 

We propose that relevance structure is made up of categories of influence that play an important role in mediating and influencing both new learning and applications of what has already been learned. To support our proposal, while exemplifying relevance structure in a physics education context, 18 graduate physics students were asked to compare and contrast the physics concepts of light and sound. The data was collected using semi-structured interviews that had as their starting point a textbook-given generalized wave equation for a wave ψ (x, t) traveling in the x direction with speed v. All discussion was audio recorded. For the analysis, all of the interview discussion was transcribed verbatim and the methodology followed the phenomenographic form of the iterative constant comparative approach, which is at the collective rather than individual level. Three categories of influence were found. These are discussed in terms of educational insight into differences that are seen to be critical. The implication that physics teachers need to actively help students develop more coherent and connected relevance structure for given educational tasks is discussed and exemplified.

National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-262614 (URN)
Conference
11th conference of the European Science Education Research Association (ESERA 2015), August 31 - September 4, 2015, Helsinki, Finland
Available from: 2015-09-17 Created: 2015-09-17 Last updated: 2018-01-22
Bossér, U., Lundin, M., Lindahl, M. & Linder, C. (2015). Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices. European Journal of Science and Mathematics Education, 3(2), 159-176
Open this publication in new window or tab >>Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
2015 (English)In: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 3, no 2, p. 159-176Article in journal (Refereed) Published
Abstract [en]

Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.

Keywords
secondary school science, scientific literacy, socio‐scientific issues, curriculum implementation, student participation, teacher reflection
National Category
Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:uu:diva-262605 (URN)
Funder
Swedish Research Council
Available from: 2015-09-17 Created: 2015-09-17 Last updated: 2017-12-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6409-5182

Search in DiVA

Show all publications